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Educational emigration: challenges and threats for preserving educational leadership in Ukraine Iryna Kolesnyk Department economics and management Ukrainian State Employment Service Training Institute Novovokzalna str. 17, 03038 Kyiv Ukraine e-mail: [email protected] Andrii Cherkasov Department of Personnel Management and Labor Economics Ukrainian State Employment Service Training Institute Novovokzalna str. 17, 03038 Kyiv Ukraine e-mail: [email protected] Larisa Lutay Department of Management Ukrainian State Employment Service Training Institute Novovokzalna str. 17, 03038 Kyiv Ukraine e-mail: [email protected] Abstract Liberalization of the leading countries’ migration policy towards attracting additional intellectual capital as a factor for ensuring the development of sustainable innovation economy creates significant challenges for Ukraine in the context of preserving its educational leadership. The processes of students’ academic mobility growth as well as the threat of reduction of the human capital, the loss of leadership of Ukrainian higher education institutions in giving competitive educational services during education and internships in the context of Ukraine’s integration into the European educational space and Bologna process are intensified. The problem of educational emigration is explored thoroughly. We consider educational emigration deliberately as an independent form, a separate kind of migration, a different one from the “brain drain”. The paper analyses the trends and dynamics as well as the retrospective analysis of the main causes of educational emigration of Ukrainian citizens. The continued high demand of Ukrainian citizens for higher education is emphasized. At the same time, the fact that more and more Ukrainians realize their aspirations to pursue higher education in foreign universities as modern leaders in education, is pointed out. This fact is evidenced clearly by an illustrative example, that disproportionately high rate of reducing the number of national higher education institutions’ students in relation to the dynamics of the general number of school graduates. The main causes of educational emigration are explained by the authors, first of all, by dissatisfaction with the quality of life in Ukraine and in addition, in difficulties due to monetizing of the knowledge and professional skills and competencies of the higher education institutions’ graduates. The main positive and negative consequences of the educational emigration for Ukraine in terms of their impact on the possibility of preserving its intellectual potential for innovation development of the national economy are analysed in the article. The reform in the sphere of education aiming at enhancing national higher education institutions as well as strengthening their leadership position in the educational space is defined as an indispensable part of the background for creating the integrated governing state policy. The latter is aimed at creating proper conditions favourable for professional fulfilment of the individuals with higher education along with the increasing prestige and image of the intellectual work. 1 Introduction Intellectually and professionally qualified staff with advanced mental and analytical skills, well-developed ability to respond timely to today’s world trends of development, the individual with high -level self- organization, self-control and morality is a characteristic feature of highly developed countries of the world regarding formation their national economic system. It is the intelligent individual who determines the competitiveness of world economic systems and provides the background for the wealth of nations; this person is 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 318 279

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  • Educational emigration: challenges and threats for preserving

    educational leadership in Ukraine

    Iryna Kolesnyk

    Department economics and management

    Ukrainian State Employment Service Training Institute

    Novovokzalna str. 17, 03038 Kyiv

    Ukraine

    e-mail: [email protected]

    Andrii Cherkasov

    Department of Personnel Management and Labor Economics

    Ukrainian State Employment Service Training Institute

    Novovokzalna str. 17, 03038 Kyiv

    Ukraine

    e-mail: [email protected]

    Larisa Lutay

    Department of Management

    Ukrainian State Employment Service Training Institute

    Novovokzalna str. 17, 03038 Kyiv

    Ukraine

    e-mail: [email protected]

    Abstract Liberalization of the leading countries’ migration policy towards attracting additional intellectual

    capital as a factor for ensuring the development of sustainable innovation economy creates significant challenges

    for Ukraine in the context of preserving its educational leadership.

    The processes of students’ academic mobility growth as well as the threat of reduction of the human capital, the

    loss of leadership of Ukrainian higher education institutions in giving competitive educational services during

    education and internships in the context of Ukraine’s integration into the European educational space and

    Bologna process are intensified. The problem of educational emigration is explored thoroughly. We consider

    educational emigration deliberately as an independent form, a separate kind of migration, a different one from

    the “brain drain”. The paper analyses the trends and dynamics as well as the retrospective analysis of the main

    causes of educational emigration of Ukrainian citizens. The continued high demand of Ukrainian citizens for

    higher education is emphasized. At the same time, the fact that more and more Ukrainians realize their

    aspirations to pursue higher education in foreign universities as modern leaders in education, is pointed out. This

    fact is evidenced clearly by an illustrative example, that disproportionately high rate of reducing the number of

    national higher education institutions’ students in relation to the dynamics of the general number of school

    graduates. The main causes of educational emigration are explained by the authors, first of all, by dissatisfaction

    with the quality of life in Ukraine and in addition, in difficulties due to monetizing of the knowledge and

    professional skills and competencies of the higher education institutions’ graduates. The main positive and

    negative consequences of the educational emigration for Ukraine in terms of their impact on the possibility of

    preserving its intellectual potential for innovation development of the national economy are analysed in the

    article. The reform in the sphere of education aiming at enhancing national higher education institutions as well

    as strengthening their leadership position in the educational space is defined as an indispensable part of the

    background for creating the integrated governing state policy. The latter is aimed at creating proper conditions

    favourable for professional fulfilment of the individuals with higher education along with the increasing prestige

    and image of the intellectual work.

    1 Introduction

    Intellectually and professionally qualified staff with advanced mental and analytical skills, well-developed

    ability to respond timely to today’s world trends of development, the individual with high-level self-

    organization, self-control and morality is a characteristic feature of highly developed countries of the world

    regarding formation their national economic system. It is the intelligent individual who determines the

    competitiveness of world economic systems and provides the background for the wealth of nations; this person is

    3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019)

    Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

    Advances in Social Science, Education and Humanities Research, volume 318

    279

    mailto:[email protected]

  • regarded as the key resource contributing to countries’ economic development. Nowadays, intelligence turned

    out to be the factor determining country’s own pace in its long-term development as well. Country’s ability to

    use effectively its own intellectual resource along with attracting from abroad determines its possibilities and

    position, i.e. to be one of the leading countries in the world economy or to occupy a place on the periphery. That

    is the reason why most developed countries of the world are guided in their migration policy by the creation of

    favourable conditions to attract additional intellectual capital (Kolesnyk and Cherkasov 2018). The overwhelming majority of the countries are aware of the fact that educational programs are turning

    gradually into the best resource for further recruiting of skilled staff. It contributed to the accelerated

    development of transnational higher education which leads to increasing academic mobility and attracting

    foreign students. In its turn, it has become the background for the emergence of one more form of intellectual

    migration, the so-called “circulation of intelligence”. We regard it as cyclic (periodic) migration of citizens

    abroad for the purpose of the study and further work when they come back to their homeland and have better

    professional position due to the acquired skills and experience gained during their stay in the recipient country

    (Trokhymchuk 2013). One of the components of Ukraine’s national policy is its integration into the world and European

    economic spaces and consequently participation in migration processes, i.e. massive interstate displacements.

    Modern challenges and threats to Ukraine’s economic growth define new tasks in shaping the structure of the

    national economy and put forward new requirements to regulate emigration processes, including in the sphere of

    education. The latter is characterized by rapid growth in recent years. The main threat to the donor country is the

    risk of losing its intellectual potential, aging of the population because the young people leave for Europe to get

    an education. We can state that educational migration has transformed into emigration through education. Unfortunately, the international process of intelligence movement in the state gives us grounds to

    characterize it as a donor country. Economic reforms in the country are mainly focused on regulating the extent

    of official unemployment rate through the promotion of inefficient employment. There is still no mechanism

    elaborated to regulate educational emigration, the one which would contribute to the formation educating highly

    skilled professionals, the accumulation of intellectual capital, increase of scientific and technical potential in our

    country. Paying tribute to a rather high level of education among the population of Ukraine, it should be noted that

    because of various political, economic and social problems, it constantly loses its professional and scientific

    elite. The lack of a balance between formation of a staff policy for highly skilled professionals and their training

    system causes an obvious gap between the training of skilled staff and their involvement in the work for the

    national economy.

    2 Trends, dynamics, and reasons for educational emigration from Ukraine

    The early 1990s in Ukraine were marked by gaining independence and at the same time by significant

    deterioration of the demographic situation, in particular, a rapid drop in the birth rate. Since 1990 and the next 10

    years, the annual rate of birth rate decline ranged from 4% to 5.5%. The lowest fertility indicator was noted in

    the period from 1999 to 2003, with its minimum absolute value in 2001. It was that very year when only 376

    thousand children were born (State Statistics Service of Ukraine 2018). At the same time, Ukrainian citizens demonstrated a significant increase in the demand for higher

    education in this very period. The willingness of the young people to become students was satisfied both by the

    old state and newly created private higher educational institutions. Since 1993 the number of higher education

    institutions and their students was constantly growing. The largest number of higher education institutions of all

    levels of accreditation (technical schools, colleges, institutes, academies, universities) was in the 2003-2004 AY

    when there were 1009 in total. Besides some changes in the structure of higher education institutions took place.

    Since 1990-2000 AY the number of colleges and technical schools and their students started to decrease

    gradually. Instead the number of students and higher education institutions (institutes, academies, and

    universities) providing Bachelor’s and Master’s degrees increased. It is important to note that starting from

    2006-2007 AY and during the next five academic years the number of such educational institutions exceeded

    almost 2.5 times the similar indicator for the 1990-1991 AY. However, 2011-2012 AY and the following seven

    ones some negative dynamics in the number of higher education institutions providing Bachelor’s and Master’s

    degrees in education is observed. The process was the most active in the 2014-2015 AY when the number of

    such higher educational institutions reduced by almost 15% compared with the corresponding indicator of the

    previous academic year. After that, the situation became relatively stable (State Statistics Service of Ukraine

    2018). Comparing ten-year dynamics of the number of students who got school-leaving certificate for full

    secondary education and the number of students studying on Bachelor’s and Master’s educational programs

    (Table 1) we can state that a relatively constant decrease in the number of graduates of schools, the decline in the

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  • number of students is disproportionately high. Fewer students continue their studies at higher educational

    institutions in Ukraine after leaving schools. Based on the data given it is possible to define at least two problems of the national system of education.

    They arise after graduating from secondary schools: some graduates are unable to pursue their studies at higher

    education institutions due to the certain social and financial problems while the others are striving for obtaining

    professional higher education abroad. In the 2016-2017 AY there were 77424 Ukrainian citizens studying at foreign universities. Given that

    about 900 thousand students were studying in day-time programs in Ukrainian higher education institutions

    (universities, academies, and institutes of all forms of ownership), the share of those who study abroad was

    around 8% of the total number of 900 thousand. We can state that the number of Ukrainians studying abroad

    increased more than three times from 24,104 to 77,424 in the period of the past nine years. Poland, Russia,

    Germany, Canada, Czech Republic, Italy, USA, Spain, Austria, France, Slovakia are the most preferred

    countries. These are host countries for more than 90% of all Ukrainians studying abroad (CEDOS Analytical

    Centre 2018). The significant increase in the number of Ukrainian students is noticed in the Czech Republic. To

    compare, at the beginning of 2000 there were only 300 students from Ukraine, now there are 10 times more. The

    studies conducted by the Institute of Sociology in the Czech Republic on the reasons for choosing it for study by

    Ukrainian students showed that the choice of the country is defined by the high level of education quality and the

    opportunity to get a free higher education. A student who is able to study in the Czech language has the same

    conditions to study at the institutions of higher education as the Czech citizens do. More than one third, i.e. 37%

    have plans to stay in the Czech Republic after graduation (Schur 2018). Table 1 below reports the providing

    professional education according to “Bachelor” and “Master” levels of education.

    Table 1. Comparison of the fluctuation rates of school graduates and a decline in the number of students

    in higher education institution (thousands of people)

    Academic

    year Fluctuation in the number of pupils with the

    school-leaving certificate for comprehensive

    secondary education, general educational

    establishments (compared to the previous

    academic years)

    Reduction in the number of students of

    higher education institutions, providing

    training according to “Bachelor” and

    “Master” levels of education (compared to

    the previous academic years) 2008/09 40 8,0 2009/10 36 119,3 2010/11 27 115,4 2011/12 149 175,0 2012/13 114 129,9 2013/14 25 101,2 2014/15 57 285,7 2015/16 18 62,8 2016/17 18 5,8 2017/18 8 39,4

    Source: State Statistics Service of Ukraine (2018) One can suggest that one of the reasons for educational emigration intensification is the desire of

    Ukrainians to get more prestigious education than the one that can be provided by educational institutions of the

    country of their origin. In particular, none of the Ukrainian higher education institutions was ranked in the Top

    200 Best Universities of the World (The World University Rankings) published by the Times Higher Education

    in accordance with 2017-2018 years results. At the same time, based on the survey conducted by the CEDOS Analytical Centre, the largest number of

    Ukrainian students went abroad to Poland, Russia, Czech Republic, Slovakia, Austria, Italy, Spain, Canada, and

    Bulgaria. The educational institutions (except for Canada, Italy and Spain) are not presented at The World

    University Rankings. Thus, we consider that the argument of the prestige of education is not crucial for

    Ukrainians when they make a positive decision about educational emigration. The main reasons for Ukrainian school-leavers to choose foreign educational institutions for further

    studies are:

    • their desire to stay in the host country as permanent residents after graduation from higher education institution. Five or six years-period of studies is enough for the students of Ukrainian origin “to get

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  • into” the society of the country, learn the language, legislation and thus they are fully adapted to the

    new environment before beginning work life;

    • shortcomings and weak points of the national educational system of Ukraine which give rise to the crisis of confidence in all educational institutions. In particular, there can be attributed, first of all,

    theoretical training is a priority (it should be noted, that frankly speaking it is quite fundamental) over

    the formation of practical skills. Second, Ukrainian curricula are less flexible in the formation of future

    specialists’ desired competencies compared with the ones in foreign institutions of higher education. It

    results in reducing significantly the number of graduates who work in their specialty. Third, the

    outdated physical infrastructure (especially of higher technical education institutions) and poor library

    funds along with bad information provision make the process of obtaining “modern” knowledge more

    complicated. Fourth, corruption component in the Ukrainian higher education institutions causes the

    fact that Ukrainian school-leavers make a decision of choosing the university in favour of the European

    ones because of no corruption element there. Fifth, there is almost no mechanism created for ensuring

    the quality of education in Ukraine; in its turn, it affects directly employment opportunities of the most

    graduates of Ukrainian universities. At the same time, the worst situation is in the institutions of

    vocational education which resulted in the significant shortage of labour force. Sixth, the lack of a

    holistic LLL system which makes the processes of advanced training, retraining, non-formal education,

    etc. much more complicated.

    • active advertising activity of foreign educational institutions at educational exhibitions in Ukraine, the policy of their responsible attitude to their graduates in the aspect of creating a network of professional

    contacts and employment after successful graduation of higher education institution, a special system of

    reward for the most successful and talented students;

    • “price-and-knowledge quality” ratio. It happens rather often that Ukrainians get more modern knowledge during their studying abroad and education fee is not higher than the one in the domestic

    higher education institutions.

    Ukrainian citizens studying at Ph.D. programs deserve particular attention. Despite the lack of complete

    statistical information, according to studies carried out by the CEDOS Analytical Centre on the data of 14

    countries, 1600 Ukrainians studied Ph.D. programs in these countries in the 2015-2016 AY. It should be noted

    that in view of paid access to data, the US, Canada, and the UK are not included in the list although they are

    hypothetically as attractive for young Ukrainian scientists as France or even Germany. However, even such

    incomplete data make it possible to draw conclusions on the countries which are preferred by Ukrainians willing

    to obtain a scientific degree. The number of Ukrainians who study Ph.D. programs in Switzerland and the Czech

    Republic has doubled in the last 8 years. The biggest number of Ukrainian graduate students is in Germany; their

    number has increased these years by 20% these years. As for Poland, it has the highest growth rate and it has

    reached 40% in the last three years (CEDOS Analytical Center 2017).

    At the same time, the number of Ph.D. applicants is reducing significantly in Ukraine. The most negative

    dynamics is observed since 2014. To compare, in 2013 the number of Ph.D. applicants was 31482 people and in

    2017 it decreased by more than 20% (24,786 people) (State Statistics Service of Ukraine 2017). The main reason for the lack of motivation of Ukrainian citizens to realize their scientific potential in

    their country and their intensive emigration moods is explained firstly by financial insecurity. The latter is the

    main reason for a range of others, including unfavourable working conditions and difficulties with professional

    self-realization. According to the official statistics in 2017, 74.3% of employees in the field of professional,

    scientific and technical activities received monthly wages up to UAH 10,000 (it is a little more than EUR 300)

    (State Statistics Service of Ukraine 2018). It is a paradox but an average salary in the field of science is lower

    than the one in the country’s economy.

    3 Potential consequences of educational emigration for Ukraine

    When we research the processes of educational emigration, we regard it consciously as a separate form from the

    “brain drain”. Educational emigration is transformed into the form of the “brain drain” only in the case when a

    student decides not to return to the country of origin after graduation. The growth of educational migration is a direct consequence of globalization processes and a result of the

    migration policy liberalization by most countries of the world in relation to foreign students. The latter is

    considered to be a valuable resource for replenishing their own human capital, that has already adapted to living

    in the host country. We believe that it is necessary to take into account the importance of Ukrainian students for the main

    recipient countries during our analysis of the potential consequences of educational emigration for the national

    economy of Ukraine. Indeed, this factor will determine largely the degree of liberalization of the migration

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  • policy of the countries in relation to the further employment of foreign graduates. In its turn, it will affect their

    mood and intentions about returning to the country of their origin. There is only a little more than 1% of Ukrainians who study in countries other than their own. At the

    same time, the value of Ukrainian students is different for each host country. In particular, the number of

    Ukrainian citizens who get an education at universities in Germany does not exceed 3%. At the same time, the

    share of Ukrainian students in Poland in 2016-2017 AY was 55% of the total number of foreign students. Given

    that most of them pay for studies and accommodation by themselves, this fact can be seen as important

    investments for Poland to offset the demographic decline and the decreasing of Polish youth because of leaving

    the country with the purpose to enter higher education institutions in other EU countries. The situation is similar

    in Slovakia where the number of Ukrainian students according to preliminary data of 2018-2019 AY, reached

    one-third of the total number of foreign students. The only difference is that vast majority studies at the expense

    of the Slovak budget (that is, they bring additional budgetary funding to Slovak universities), whereas they cover

    living expenses on their own. The rapid growth of the number of Ukrainian students is also observed in

    Bulgarian universities, especially in Bachelor programs where graduates with certificates of Ukrainian schools

    make up almost 20% of all those who have completed secondary education outside of Bulgaria. Russia has no

    tangible effect on the expenses of Ukrainian students, but it has a significant political role for the Russian

    Federation. In the 2014-2015 AY (the period when the political conflict between the two countries was in active

    stage), the quotas for Ukrainian student’s enrolment in the institutions of higher education of the Russian

    Federation were increased tenfold up to 3000 students. However, over the past three years, there were hardly 500

    people enrolled (CEDOS Analytical Centre 2018). Based on the above, it can be predicted that the institutions of

    higher education in Central and Eastern Europe will continue to pursue an active recruiting policy towards

    Ukrainian students in order to maintain or even increase their number. Educational migration, just like any process, has its positive and negative consequences for the donor

    country’s economy. We need to note that, educational migration has its specific features and unlike labour one it

    does not create numerous advantages i.e. the most significant positive effects such as improving country's

    balance of payments due to the growth of private transfers of labour migrants and tension reduction in the

    national labour market in the form of reducing unemployment. The main positive results of educational

    emigration are acquiring “relevant” knowledge, gaining professional experience and expanding skills,

    establishing information and communication channels for further cooperation, an additional motivation for

    studying foreign languages. This is a significant incentive for domestic institutions of higher education to

    increase the level of competitiveness in the provision of educational services. At the same time, the positive

    effects of educational emigration are realized under the condition if educational migrants return to the country of

    origin after education and training programs. Otherwise, educational emigration is transformed into a “brain

    drain” with all the negative consequences of this type of migration. Questionnaires conducted by the National

    Institute for Strategic Studies have shown that approximately 17% of Ukrainian migrants, of whom 55.9% are

    young people under the age of 34, have neither opportunity nor desire to return back to Ukraine (Malynovs'ka

    2011). Based on this, we can argue that soon Ukraine will experience all the negative consequences of

    educational emigration to the full if this trend continues. It will be manifested primarily in the “outflow of

    capital” in its social (demographic and intellectual) dimensions. In its turn, the loss of a certain share of the

    working-age population will be damaging to the national labour market, it will affect negatively the innovative

    and intellectual development of the state and will inevitably cause the destruction of the intellectual potential of

    the whole nation. As for the national educational sector, reduction in the number the students as a result of

    educational emigrations will be destructive for the branch. Firstly, the number of budget-funded student places

    will be reduced, as well as the total amount of public funding for higher education institutions. Secondly, it leads

    to potential loss of the funds from students in contract-based forms of education. And thirdly, the number of

    educational institutions will be decreased. The mentioned problem can be mitigated in case if the Ukrainian state

    policy along with one of higher education institutions aiming at creating favourable conditions for increasing

    educational immigration to Ukraine is activated. At the same time, it will inevitably lead to “blurring” of the

    Ukrainian ethnic group and will be threatening for preserving its national identity.

    4 Conclusions

    Summing up the above analysed results and findings, we would like to highlight that the main motivating factor

    for educational emigration is not the extent of dissatisfaction of the youth with the state of national higher

    education. Instead, these are inappropriate living conditions in Ukraine altogether, the lack of interest of the

    authorities in attracting highly-educated people able to contribute to the development of the state. Therefore, first

    of all, it is necessary to take a range of actions aiming at establishing macroeconomic stability and improving the

    state economy. These are labour rights protection, the creation of high-performing jobs, decent salary, social

    guarantees, state support for lifelong learning programs, etc. Higher education obtained abroad is considered as a

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  • potential opportunity to achieve a higher quality of living conditions after graduation, to realize one’s own

    professional potential outside of Ukraine. Consequently, the more intellectual effort will be required when entering the institution of higher

    education in the country of origin, the more often the acquisition of higher education abroad will be explained by

    the search for better education opportunities. Enhancing the quality of national education should be a part of the comprehensive state policy on

    improving the quality of life in Ukraine, creating conditions for the professional self-realization of individuals

    with higher education, and extending the prestige of the intellectual work. In our opinion, among the areas of

    quality assurance education, there should be the following. Firstly, to overcome the corruption component in the

    educational space by further development of the tools that proved to be effective: External Independent Testing

    (EIT) including for enrolment for Master’s degree programs, competitive distribution of the budget-funded

    student places in the Masters’ programs etc. Secondly, the introduction of new innovative forms of education,

    first and foremost the distance one. Thirdly, the development of new standards of higher education and new

    educational programs in accordance with current realities and prospects of certain professions. This will create

    additional opportunities for Ukrainian citizens including those who have been educated abroad, to make full use

    of their professional potential on the national labour market.

    References

    CEDOS Analytical Centre (2017) Ukrainian students abroad: facts and stereotypes. https://www.cedos.org.ua/.

    Accessed 20 April 2019

    CEDOS Analytical Centre (2018) Ukrainian students abroad: data up to 2017/18 AY. https://www.cedos.org.ua/.

    Accessed 19 April 2019

    Kolesnyk IA, Cherkasov AV (2018) Intellectual migration: challenges for the innovative competitiveness of the

    national economy. Materials of the International scientific and practical conference “Social work and the

    problems of migration processes in the globalized world International scientific and practical conference.

    National Chernivtsi University, Chernivtsi, pp. 109–113

    Malynovs'ka OA, Labor migration: social consequences and responses, 1st edn. (NISD: Kyiv, 2011), 40 р.

    Schur M (2018) Students’ emigration from Ukraine: a problem or opportunity?

    https://www.radiosvoboda.org.ua/. Accessed 22 February 2019

    State Statistics Service of Ukraine (2017) Economic statistics / Science, technology and innovation.

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    State Statistics Service of Ukraine (2018a) Demographic and social statistics / Population and migration.

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    State Statistics Service of Ukraine (2018b) Demographic and social statistics. Education.

    http://www.ukrstat.gov.ua. Accessed 18 April 2019

    Trokhymchuk SV (2013) International migration of intelligence: losses of donors and benefits of recipients.

    Socio-economic problems of the modern period of Ukraine 3(101):235-243

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